Akil Mustafa, Tokay Bekir, Güngör Melek Gülem
Faculty of Sport Sciences, University of Uşak, Uşak, Türkiye.
Graduate Education Institute, Uşak University, Uşak, Türkiye.
BMC Psychol. 2024 Oct 1;12(1):522. doi: 10.1186/s40359-024-02006-y.
Previous research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.
A total of 60 boy children in the 10-11 age range were included in the study. Groups; classical method (10.95 ± 0.58), and cooperative learning group (10.91 ± 0.42). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.
Within-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.
The results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.
先前的研究表明，合作学习方法和基本运动技能的发展有助于儿童的认知发展，建议开展涵盖各个方面的进一步研究。在本研究中，作为包括基本运动技能活动在内的传统体育课的替代方案，我们调查了融入这些技能的合作学习方法对儿童视动整合和选择性注意力的影响。
本研究共纳入60名10 - 11岁的男童。分组为：传统方法组（10.95 ± 0.58）和合作学习组（10.91 ± 0.42）。该研究总共持续24个体育课课时。传统方法组继续按照基于基本运动技能的既定方案参加体育课8周，而合作学习组则参与根据合作学习方法制定的基于基本运动技能的方案（40分钟/3天/8周）。在研究开始和结束时，儿童接受本德-格式塔测试和注意力d2测试。
组内前后测比较显示，传统方法组和合作学习组的视动整合和选择性注意力均有所改善。组间后测比较显示，与传统方法组相比，合作学习组在视动整合和选择性注意力参数方面有更大改善。
研究结果支持在体育课中增加基本运动技能活动，并提倡在这些课程中使用合作学习方法。视动整合和选择性注意力的提高可能有助于儿童建立良好的人际关系、享受活动、学习压力管理并实现集体发展。
